Unit Title: Vaccines & Antibiotics
10 Days
Science
Lesson Plan
Grade:
7th Grade Science
Teacher:
7th Grade Science Teacher
Lesson Title:
Genetics – A whole new meaning to “Mom Genes”?
Punnett Squares – Phenotypes and Genotypes
STRANDS
Cells
Heredity
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Week 1:
The students will focus their studies this week on meiosis and genetics. The students will spend a large portion of the week completing a small group project about
Genetic Counseling.
Week 2:
This set of lesson will include the study of Gregor Mendel, the history of genetics, punnett squares, inherited genetic disorders, the spread of disease, and infectious
diseases. The students will practice problem solving using punnett squares. The students will also investigate how disorders and diseases are contracted and spread.
For this unit’s culminating event students will simulate a zombie outbreak. The science connection to our grade level project will be determining if the “zombie”
disorder that is infecting humans is affecting them through heredity or environmental conditions. The students will be able to solve this problem by taking the role of a
CDC investigator whose job is to trace the spread of the disease to determine the origin of the disease and its pathology.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Week 1:
The hook for this week will be a video montage describing the relationship between mitosis and meiosis. The video will help students transition from last week’s study
of mitosis to this week’s focus on meiosis.
Week 2:
The hook for this week will be a “Skype” interview with a Harvard professor. This professor has written a science fiction novel whose theme is a zombie outbreak. The
students will learn about fictional zombies, disease, tactical positions for fighting about a zombie outbreak, and how engineering and the scientific method can be
incorporated in solving this problem.
DAY
Objectives
(I can….)
1
I can describe
the career of
a genetic
counselor?
I can explain
the
relationship
between
genetics and
today’s
society?
How has
genetics (the
study of
heredity)
impacted your
life or
someone’s
life you
know?
I can describe
Materials &
Resources
Bell Work:
- KWL foldable
- Guide
Questions posted
on board
Study Guide
Frayer Models:
- Template on
board
Genetic
Counselor PBL:
- PBL Scenario
- Groups
- Group Roles
- IPads
- Mac Book Airs
- Research Guide
Summary:
- Quick Draw
Templates
- Directions at
Instructional Procedures
EQ
1. What is a genetic counselor?
2. What is the relationship between genetics and today’s society?
3. How has genetics (the study of heredity) impacted your life or someone’s
life you know?
4. What questions do you have about heredity and its usefulness to society?
Bell Work
- Students will answer the following questions to guide their completion of a KWL
foldable. The KWL foldable will be pre-constructed and printed for students.
- The students will complete the K and the W portion of the foldable during the Bell
Work time, 5 minutes.
- What is the relationship between genetics and today’s society?
- How has genetics (the study of heredity) impacted your life or someone’s life
you know?
- What questions do you have about heredity and its usefulness to society?
Direct Instruction
- Genetics Study Guide and Review
- Mitosis Review
- Model the four phases of Mitosis (characteristics and illustrations)
- Discuss cell cycle, interphase, cytokinesis, chromosomes, centromeres, spindle
fibers, homologous chromosomes, diploid, somatic body cells
- Study Guide Review
Differentiated
Instruction
Assessment
Remediation:
- Guides or Hints
on the Study
Guide
- Mitosis Review
Notes
- Abbreviated
Frayer Model
Heterogeneous
Grouping
- Appropriate
Roles
Formative
Assessment:
- KWL Foldable
- Study Guide
Enrichment:
Heterogeneous
Grouping
- Appropriate
Roles
2
how the study
of heredity
can be useful
to society?
the top of the
copied
templates.
- Whole Class Discussion
- Review any student questions and guide students through problem solving and
test taking strategies.
- Genetics Definitions
- Frayer Model: definition, definition in your own words, etiology, illustration
- 8 terms (genetics, heredity, mitosis, meiosis, dominant alleles, recessive alleles,
phenotype, and genotype)
Genetics Problem Based Learning Activity
- Assign Groups
- Review the Presented Problem
- Review Goals and Expectations for this group project
- Student groups will discuss roles and begin reading and researching the
information for the problem based learning scenario.
Summary
- Students will draw and label a “Quick Draw” of a Genetic Counselor
- The students will utilize their research from today’s class to describe the qualities,
duties, and career environment of a genetic counselor.
I can describe
the
relationship
between
meiosis and
heredity?
Bell Work:
- Questions
posted on the
board
Essential?
1. What is the relationship between meiosis and heredity?
2. How does the process of meiosis impact how traits are passed from parents
to offspring?
3. Compare and Contrast homologous and analogous chromosomes.
4. Compare and Contrast mitosis and meiosis.
I can explain
how the
process of
meiosis
impact how
traits are
passed from
parents to
offspring?
I can compare
and contrast
homologous
and analogous
chromosomes.
I can compare
and contrast
Genetics
Definitions:
- Frayer model
templates
Meiosis Rev.
- PPT
- Flip Book Paper
- Flip Book
Markers
- Scissors
- Stapler
- Video Clip
- Video
Questions
(Multiple
Choices)
Summary:
- Venn Diagram
Template on
Bell Work
- Think Pair Share Discussions
- What is the relationship between meiosis and heredity?
- How does the process of meiosis impact how traits are passed from
parents to offspring?
- Compare and Contrast homologous and analogous chromosomes.
Direct Instruction
- Genetics Definitions (Complete definitions)
- Frayer Model: definition, definition in your own words, etiology,
illustration
- 8 terms (genetics, heredity, mitosis, meiosis, dominant alleles, recessive
alleles, phenotype, and genotype)
- Meiosis Review
- Meiosis PPT
- Review student questions
- Students create a flip book regarding the stages of mitosis
Independent Practice
Remediation:
- Peer Tutoring
- Abbreviated
Frayer Models
- Decrease
options on the
Meiosis Video
Review
Enrichment:
- Peer Tutoring
Formative
Assessment:
- Bell Work
- Summary
- Video Review
Questions
3
mitosis and
meiosis.
board
Meiosis Video Review
- Students will watch a video that reviews the process and purpose of
meiosis.
- During the video presentation students will answer multiple choice style
questions that correspond with the video.
Summary
- Compare and Contrast Mitosis and Meiosis
- Students will create a Venn Diagram that will compare and contrast
mitosis and meiosis.
I can describe
the career of a
genetic
counselor?
Bell Work:
- Checklist style
template
Essential ?
1. What is a genetic counselor?
2. What is the relationship between genetics and today’s society?
3. How has genetics (the study of heredity) impacted your life or someone’s
life you know?
4. What questions do you have about heredity and its usefulness to society?
5. What is the relationship between meiosis and heredity?
6. How does the process of meiosis impact how traits are passed from parents
to offspring?
I can explain
the relationship
between
genetics and
today’s
society?
How has
genetics (the
study of
heredity)
impacted your
life or
someone’s life
you know?
I can describe
how the study
of heredity can
be useful to
society?
I can describe
the relationship
between
meiosis and
heredity?
Genetic
Counselor PBL:
- PBL Scenario
- Groups
- Group Roles
- Report
Examples and
Rubric
- IPads
- Mac Book Airs
- Research Guide
Summary:
- KWL foldable
- Guide
Questions posted
on board
-
Bell Work
- Students will create a goal list for their assigned role for the Genetic
Counseling PBL.
- Students will create a goal list to have completed by the end of class today.
(Checklist style)
Genetics Problem Based Learning Activity
- Review the Presented Problem
- Review Goals and Expectations for this group project
- Student groups will continue to research their PBL scenario. The groups
overall goal is to create a report that includes a prescription for the couple
in the scenario.
Summary
- Students will answer the following questions to guide their completion of a
KWL foldable. The KWL foldable will be pre-constructed and printed for
students.
- The students will complete the L portion of the foldable during the Bell
Work time, 5 minutes.
- What is the relationship between genetics and today’s society?
- How has genetics (the study of heredity) impacted your life or someone’s
Remediation:
Heterogeneous
Grouping
- Appropriate
Roles
Enrichment:
Heterogeneous
Grouping
- Appropriate
Roles
Formative
Assessment:
- KWL Foldable
- Self Assessment:
Goals Checklist
Summative
Assessment:
- Genetic Counselor
PBL
I can explain
how the
process of
meiosis impact
how traits are
passed from
parents to
offspring?
4
I can describe
the career of a
genetic
counselor?
I can explain
the relationship
between
genetics and
today’s
society?
How has
genetics (the
study of
heredity)
impacted your
life or
someone’s life
you know?
I can describe
how the study
of heredity can
be useful to
society?
I can describe
the relationship
between
meiosis and
heredity?
I can explain
how the
life you know?
- What questions do you have about heredity and its usefulness to society?
Bell Work:
- Checklist style
templates
Genetic
Counselor PBL:
- PBL Scenario
- Groups
- Group Roles
- Report
Examples and
Rubric
- IPads
- Mac Book Airs
- Keynote
Summary:
- Peer
Assessments
Essential?
1. What is a genetic counselor?
2. What is the relationship between genetics and today’s society?
3. How has genetics (the study of heredity) impacted your life or someone’s
life you know?
4. What questions do you have about heredity and its usefulness to society?
5. What is the relationship between meiosis and heredity?
6. How does the process of meiosis impact how traits are passed from parents
to offspring?
Bell Work
- Students will create a goal list for their assigned role for the Genetic
Counseling PBL.
- Students will create a group goal list for the completion of the PBL
project.
- Students will create two goal lists to have completed by the end of class
today. (Checklist style)
Genetics Problem Based Learning Activity
- Review the Presented Problem
- Review Goals and Expectations for this group project
- Student groups will complete the research their PBL scenario, and the
students will present their report (in keynote form). The groups overall
goal is to create a report that includes a prescription for the couple in the
scenario.
- Half of the class time will be spent completing the group projects – report
with prescription. The remainder of class will be used to create a brief
keynote presentation to showcase their group’s report. The student groups
will present these to the class, and these will be displayed on the hall TV.
Summary
- Students will complete a peer assessment for their project completed this
week.
Remediation:
Heterogeneous
Grouping
- Appropriate
Roles
Enrichment:
Heterogeneous
Grouping
- Appropriate
Roles
Formative
Assessment:
- Self Assessment:
Goals Checklist
Summative
Assessment:
- Genetic Counselor
PBL
- Peer Assessments
process of
meiosis impact
how traits are
passed from
parents to
offspring?
Essential?
5
Project Day – Refer to Unit Plan
6
I can compare
and contrast
heterozygous
and
homozygous.
Bell Work:
- Concept Map
examples
(Thinking Maps)
- Genetic terms
pairs
I can compare
and contrast
dominant
alleles and
recessive
alleles.
Direct
Instruction:
- Video Clip
- Laws of
Genetics PPT
- Science
Notebooks
I can compare
and contrast
genotype and
Independent
Practice:
EQ
1.
2.
3.
4.
5.
Compare and contrast heterozygous and homozygous.
Compare and contrast dominant alleles and recessive alleles.
Compare and contrast genotype and phenotype.
What are the laws of inheritance?
How are punnett squares used as a prediction tool?
Bell Work
- Students will create a Concept Map. They will have five minutes for this
task. Then we will discuss their responses for approximately five minutes.
- Their choice of one of the eight Thinking Maps.
- Topic: Compare and Contrast sets of genetic vocabulary terms:
- 1. Heterozygous vs. Homozygous
- 2. Dominant Allele vs. Recessive Allele
- 3. Genotype vs. Phenotype
Remediation:
- Partially
completed or
labeled concept
maps.
- Guided Notes
- Guides of Hints
for Independent
Practice
Enrichment:
- Concept Map
with Details
- Reflection
Diagrams
- Independent
Formative
Assessment:
- Bell Work:
Compare and
Contrast Concept
Maps
- Monohybrid Cross
Independent Practice
phenotype.
I can describe
each of the
laws of
inheritance?
- Monohybrid
Crosses Practice,
10 questions
Summary
- Exit Ticket with
prompt
I can explain
how punnett
squares are
used as a
prediction
tool?
7
I can define
codominance.
I can describe
incomplete
dominance.
I can explain
the difference
between
codominance,
incomplete
dominance,
and “regular”
monohybrid
crosses.
I can describe
each of the
laws of
inheritance?
I can explain
how punnett
squares are
Bell Work:
- Prompt written
on board
Direct
Instruction:
- Monohybird
Practice Sheet
- Codominance,
Incomplete
Dominance, and
Ratios PPT
- Science
Notebooks
Group Work:
- East Egg
Genetics Sheets
- Plastic Eggs
(grouped
according to
directions)
- Construction
Paper
- 7 baskets (1 per
Direct Instruction
- Video clip on the History of Genetics and Gregor Mendel
- Laws of Genetics PPT
- Students will use their Science Notebooks to take notes and reflect on the
class discussion and questions.
Independent Practice
- Monohybrid Punnett Square practice sheet
- Discuss Genotypic and Phenotypic ratios during whole class discussion and
review of questions
Summary
- Exit Ticket
- Students will have five minutes to complete this task.
- Students will answer the following question:
- Why are Punnett Squares used? Include information about the
relationship between punnett squares and probability.
Practice
connection with
prediction.
Essential?
1. What is codominance?
2. What is incomplete dominance?
3. How are codominance and incomplete dominance different than “regular”
monohybrid crosses?
4. What are the laws of inheritance?
5. How are punnett squares used as a prediction tool?
Remediation:
- Guided Notes
Heterogeneous
Grouping
- Peer Tutoring
- Exit Ticket with
Hints
Bell Work
- Students will have five minutes to complete this section of the lesson.
- Students will respond to the following prompt:
- Describe the Laws of Genetics
Direct Instruction
- Review Monohybird Punnett Square Practice
- Codominance, Incomplete Dominance, and Ratios PPT
- Students will take notes in their Science Notebooks
Small Group Work
- Begin Easter Egg Genetics
- Discuss Project and provide an example (whole-group)
- Students will then work in small groups of three.
Summary
- Exit Ticket
- Student will have five minutes to complete this task.
Enrichment:
Heterogeneous
Grouping
- Peer Tutoring
Formative
Assessment:
- Bell Work Response
- Easter Egg Genetics
- Exit Ticket:
Analogies
8
used as a
prediction
tool?
group)
I can define
codominance.
Bell Work:
- Prompt written
on board
I can describe
incomplete
dominance.
I can explain
the difference
between
codominance,
incomplete
dominance,
and “regular”
monohybrid
crosses.
I can describe
each of the
laws of
inheritance?
I can explain
how punnett
squares are
used as a
prediction
tool?
Summary:
- Exit Ticket
- Analogies
Template
Group Work:
- East Egg
Genetics Sheets
- Plastic Eggs
(grouped
according to
directions)
- Construction
Paper
- 7 baskets (1 per
group)
Direct
Instruction:
- Inherited
Disorders PPT
- Independent
Research Links
List
- iPads
- Foldable
- Markers
- Scissors
- Staples
Summary:
- Exit Ticket
- Analogies
Template
-
Analogies ( _______ is to _______, as _______ is to _______)
Topics: Phenotype/ Genotype and Dominant/ Recessive
Essential?
1. What is codominance?
2. What is incomplete dominance?
3. How are codominance and incomplete dominance different than “regular”
monohybrid crosses?
4. What are the laws of inheritance?
5. How are punnett squares used as a prediction tool?
Bell Work
- Students will have five minutes to complete this section of the lesson.
- Students will respond to the following prompt:
- Describe how to complete a Punnett Square in five steps or less.
Small Group Work
- Complete Easter Egg Genetics
- Discuss Project and provide an example (whole-group)
- Students will then work in small groups of three.
Direct Instruction:
- Inherited Genetic Disorders
- Research by Students to create a foldable on the different types of
inherited disorders and their causes, symptoms, and treatment.
Summary
- Exit Ticket
- Student will have five minutes to complete this task.
- How are inherited disorders passed on from parent to offspring?
- What is the relationship between inherited traits and meiosis?
- During which part of the cell cycle do mutation occur?
Remediation:
Heterogeneous
Grouping
- Peer Tutoring
- Guided Notes
- Research
Guides
- Exit Ticket with
Hints
Enrichment:
Heterogeneous
Grouping
- Peer Tutoring
Formative
Assessment:
- Bell Work Response
- Easter Egg Genetics
- Exit Ticket:
9
I can define an
inherited
disorder.
Bell Work:
- Find Someone
Who… Sheet
I can describe
how inherited
disorders are
passed from
parents to
offspring.
Direct
Instruction:
- Diseases and
Disorders PPT
- Science
Notebooks
I can describe
an infectious
disease.
Independent
Practice:
- Vocabulary
Cube Game
- Cube Kleenex
Boxes (1 per
pair)
- Construction
Paper
- Markers
- Tape
- iPads
- Vocabulary
Sheet to
accompany
game.
- Emergency Kits
Lesson Plan
I can provide
examples of
inherited
disorders and
infectious
diseases.
I can explain
how infectious
diseases are
contracted
and spread
from person to
person.
Summary:
- Prompt written
on the board
10
Essential?
1. What is an inherited disorder?
2. How are inherited disorders passes from parents to offspring?
3. What is an infectious disease?
4. How are infectious disease contracted and spread from person to person?
Bell Work
- Find Someone Who… (Diseases and Disorders topic)
- Students will work together to complete the seven questions on their
sheet. The students will find someone who can answer one of the seven
questions and have them sign their initials. The students can only answer
one question for each person.
- Students will have ten minutes to complete this topic.
Direct Instruction
- Diseases and Disorders PPT
- We will discuss the differences between inherited disorders and infectious
diseases. We will learn about terms about pathology, epidemics,
pandemics, and other terms associated with the spread of disease.
- Students will take notes in their Science Notebooks
Independent Practice
- Pairs Practice:
- Diseases and Disorders vocabulary review work (cube style game)
- CDC Zombie Lesson Plan – Emergency Kits
Summary
- Exit Ticket Style (on their own sheet of paper)
- Students will respond to the prompt written on the board.
- What are five behaviors that you can do to protect yourself from
infectious diseases?
- Are there any behaviors that can protect you from inherited disorders?
Essential?
Remediation:
- Guided Notes
- Peer Tutoring
Enrichment:
- Peer Tutoring
Formative
Assessment:
- Find Someone
Who…
- Vocabulary Game
- Emergency Kit
Activity
- Exit Ticket
Project Day – Refer to Unit Plan
(Zombie Outbreak)
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Strand 1 – Cells
Conceptual Strand 1
All living things are made of cells that perform functions necessary for life.
Guiding Question 1
How are plant and animals cells organized to carry on the processes of life?
Grade Level Expectations:
GLE 0707.1.1
GLE 0707.1.2
GLE 0707.1.3
GLE 0707.1.4
GLE 0707.1.5
Make observations and describe the structure and function of organelles found in plant and animal cells.
Summarize how the different levels of organization are integrated within living systems.
Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive.
Illustrate how cell division occurs in sequential stages to maintain the chromosome number of a species.
Observe and explain how materials move through simple diffusion.
Checks for Understanding
0707.1.1
0707.1.2
0707.1.3
0707.1.4
0707.1.5
0707.1.6
0707.1.7
0707.1.8
0707.1.9
0707.1.10
Examine and describe plant and animal cells using compound microscopes.
Identify the function of the major plant and animal cellular organelles.
Make a Venn diagram to compare the structures and functions of an animal cell with a city or school.
Build a 3-D model of a cell.
Construct a poster that illustrates the hierarchy among cells, tissues, organs, organ systems, and organisms.
Describe the function of different organ systems.
Explain how different organ systems interact to enable complex multicellular organisms to survive.
Apply the idea of the division of labor to explain why living things are organized into cells, tissues, organs, and organ systems.
Model the movement of chromosomes during plant cell division.
Design a demonstration that illustrates how materials move
across a semi-permeable membrane by simple diffusion.
State Performance Indicators
SPI 0707.1.1
SPI 0707.1.2
SPI 0707.1.3
SPI 0707.1.4
SPI 0707.1.5
Identify and describe the function of the major plant and animal cell organelles.
Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems.
Explain the basic functions of a major organ system.
Sequence a series of diagrams that depict chromosome movement during plant cell division.
Explain how materials move through simple diffusion.
Strand 4 – Heredity
Conceptual Strand 4
Plants and animals reproduce and transmit hereditary information between generations.
Guiding Question 4
What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?
Grade Level Expectations:
GLE 0707.4.1
GLE 0707.4.2
GLE 0707.4.3
GLE 0707.4.4
Compare and contrast the fundamental features of sexual and asexual reproduction.
Demonstrate an understanding of sexual reproduction in flowering plants.
Explain the relationship among genes, chromosomes, and inherited traits.
Predict the probable appearance of offspring based on the genetic characteristics of the parents.
Checks for Understanding
0707.4.1
0707.4.2
0707.4.3
0707.4.4
0707.4.5
0707.4.6
0707.4.7
Classify organisms according to whether they reproduce sexually or asexually.
Label and explain the function of the reproductive parts of a flower.
Describe various methods of plant pollination.
Investigate the relationship among DNA, genes, and chromosomes.
Explain the differences between dominant and recessive traits.
Use a Punnett square to predict the genotypes of offspring resulting from a monohybrid cross.
Draw a phenotypically accurate picture of an individual whose traits are modeled by the role of a die.
State Performance Indicators
SPI 0707.4.1
SPI 0707.4.2
SPI 0707.4.3
SPI 0707.4.4
Classify methods of reproduction as sexual or asexual.
Match flower parts with their reproductive functions.
Describe the relationship among genes, chromosomes, and inherited traits.
Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction.